Flipped classroom model applications in computing courses: Peer‐assisted groups, collaborative group and individual learning

Flipped classroom modules for large enrollment general chemistry courses: a low barrier approach to increase active learning and improve student grades

Chemistry Education Research and Practice ◽

10.1039/c5rp00159e ◽

2016 ◽

Vol 17 (1) ◽

pp. 197-208 ◽

Cited By ~ 61

Author(s):

Jack F. Eichler ◽

Junelyn Peeples

Keyword(s):

General Chemistry ◽

Active Learning ◽

Case Studies ◽

Flipped Classroom ◽

Student Response ◽

Collaborative Group ◽

Grade Point ◽

Science Courses ◽

Introductory Science ◽

Large Enrollment

In the face of mounting evidence revealing active learning approaches result in improved student learning outcomes compared to traditional passive lecturing, there is a growing need to change the way instructors teach large introductory science courses. However, a large proportion of STEM faculty continues to use traditional instructor-centered lectures in their classrooms. In an effort to create a low barrier approach for the implementation of active learning pedagogies in introductory science courses, flipped classroom modules for large enrollment general chemistry course sequence have been created. Herein is described how student response systems (clickers) and problem-based case studies have been used to increase student engagement, and how flipped classroom modules have integrated these case studies as collaborative group problem solving activities in 250–500 seat lecture halls. Preliminary evaluation efforts found the flipped classroom modules provided convenient access to learning materials that increased the use of active learning in lecture and resulted in a significant improvement in the course grade point average (GPA) compared to a non-flipped class. These results suggest this approach to implementing a flipped classroom can act as a model for integrating active learning into large enrollment introductory chemistry courses that yields successful outcomes.

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Investigating the Online Game-based and Group-Based Flipped Online Learning of Drug Abuse Prevention on Learning Achievement Among Grade 10 Students in Bangkok, Thailand

ACPES Journal of Physical Education, Sport, and Health (AJPESH) ◽

10.15294/ajpesh.v1i2.48083 ◽

2021 ◽

Vol 1 (2) ◽

pp. 96-103

Author(s):

Sununta Srisiri ◽

Songmongkorn Mootin

Keyword(s):

High School ◽

Online Learning ◽

Drug Abuse ◽

Flipped Classroom ◽

Individual Learning ◽

Abuse Prevention ◽

Drug Abuse Prevention ◽

Online Game ◽

Game Based Learning ◽

Learning Achievement

This study was examined the effect of the online Game-based learning versus the Group-Based Flipped Classroom online learning experiences about drug abuse prevention on the learning achievement among grade 10 students in Bangkok, Thailand. Classroom action research was implemented among grade 10 students at high school in Bangkok selected through purposive. Two comparable classrooms were assigned to either the online game-based learning or group-based flipped online learning for 2 weeks. The instruments employed in the study consisted of: (1) a flipped classroom model with online group investigation, (2) an online game-based model as individual learning, (3) the learning achievement—drug abuse prevention cognitive test. Independent t-test was analyzed to test the effectiveness of the two interventions. It revealed there was a significant difference in the learning achievement of drug abuse prevention given to those who were exposed to online game-based learning and those who were exposed to group-based flipped classroom online learning (t= 3.945, n1= 43, n2= 39, p= 0.000). From the study, high school students who were exposed to the online game-based learning performed better to those exposed to group-based flipped classroom online learning. Teachers are to encourage students to use individual learning to improve performance.

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Improve teaching with modalities and collaborative groups in an LMS: an analysis of monitoring using visualisation techniques

Journal of Computing in Higher Education ◽

10.1007/s12528-021-09289-9 ◽

2021 ◽

Author(s):

María Consuelo Sáiz-Manzanares ◽

Raúl Marticorena-Sánchez ◽

Juan José Rodríguez-Díez ◽

Sandra Rodríguez-Arribas ◽

José Francisco Díez-Pastor ◽

...

Keyword(s):

Learning Outcomes ◽

Student Performance ◽

Flipped Classroom ◽

Teaching Style ◽

Project Based Learning ◽

Collaborative Group ◽

Behaviour Pattern ◽

Future Research ◽

Quantitative And Qualitative Research ◽

Virtual Laboratories

AbstractMonitoring students in Learning Management Systems (LMS) throughout the teaching–learning process has been shown to be a very effective technique for detecting students at risk. Likewise, the teaching style in the LMS conditions, the type of student behaviours on the platform and the learning outcomes. The main objective of this study was to test the effectiveness of three teaching modalities (all using Online Project-based Learning -OPBL- and Flipped Classroom experiences and differing in the use of virtual laboratories and Intelligent Personal Assistant -IPA-) on Moodle behaviour and student performance taking into account the covariate "collaborative group". Both quantitative and qualitative research methods were used. With regard to the quantitative analysis, differences were found in student behaviour in Moodle and in learning outcomes, with respect to teaching modalities that included virtual laboratories. Similarly, the qualitative study also analysed the behaviour patterns found in each collaborative group in the three teaching modalities studied. The results indicate that the collaborative group homogenises the learning outcomes, but not the behaviour pattern of each member. Future research will address the analysis of collaborative behaviour in LMSs according to different variables (motivation and metacognitive strategies in students, number of members, interactions between students and teacher in the LMS, etc.).

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